The Influence of an Interdisciplinary Course on Critical Thinking Skills Page: 25
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25
to the course as college algebra in order to minimize the occurence of the Hawthorne
effect (Borg and Gall, 1989).
Procedures for Analysis of the Data
The data were analyzed using the statistical program JMP. Six independent
t-tests were performed to test for a significant difference between the gain in critical
thinking by those in the comparison group (College Algebra) and those in the
experimental group (Algebra for the Sciences) as measured by the total score and
five subscores of the WGCTA. Any test with a p-value less than .05 was reported
as significant. A total of six tests were performed and the actual p-values are reported
so the reader may elect to apply Bonferroni's t-procedure (Kirk, 1982) and as a
result consider only p-values less than .01 to be significant. This results in the overall
significance level remaining at about .05.
Analysis of variance and multiple regression were used to test for main effects
and interaction effects between the other factors (gender, age, ethnicity, major, grade
point average, Math ACT, Composite ACT, and grade in the course) and their effect
on critical thinking skills. Again, all p-values less than .05 are reported as significant
but the reader can choose in each case to apply Bonferroni's t-procedure.
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Elliott, Brett M. The Influence of an Interdisciplinary Course on Critical Thinking Skills, dissertation, August 1999; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc278389/m1/31/?q=music: accessed July 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .